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Limitations of the College Entry Ld Model

Schoolfield,W. Roy
Limitations of the College Entry Ld Model
!!The result of the foregoing is that a dilemma exists in the field of special education related to the delivery of services to learning-disabled adolescents. There is an urgent need to clarify the difference between elementary learning disabilities models and secondary learning disabilities models. This urgency has been brought about by the rapid growth in the learning disabilities field and the lack o f guidance as to what constitutes an appropriate secondary program. Practically all learning disabilitiis programs started at the elementary level and have just recently been extended into the secondary area. Perhaps this recency explains why we are reading so much about college-bound learning disabilities programs in the literature. The foregoing is not to take issue with college entry as a goal in learning disabilities programs, but to point out the fallacy of college-entry models for the majority o f learning-disabled students. In the future, assuming that we move away from the present secondary learning disabilities models, and that colleges continue to "tool up" for learning-disabled students, we may rightfully expect that many learning-disabled students may be college entry material. Presently, it is a myth except under carefully prescribed conditions, and at the sacrifice of other
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Limitations of the College Entry Ld Model

Abstract

!!The result of the foregoing is that a dilemma exists in the field of special education related to the delivery of services to learning-disabled adolescents. There is an urgent need to clarify the difference between elementary learning disabilities models and secondary learning disabilities models. This urgency has been brought about by the rapid growth in the learning disabilities field and the lack o f guidance as to what constitutes an appropriate secondary program. Practically all learning disabilitiis programs started at the elementary level and have just recently been extended into the secondary area. Perhaps this recency explains why we are reading so much about college-bound learning disabilities programs in the literature. The foregoing is not to take issue with college entry as a goal in learning disabilities programs, but to point out the fallacy of college-entry models for the majority o f learning-disabled students. In the future, assuming that we move away from the present secondary learning disabilities models, and that colleges continue to "tool up" for learning-disabled students, we may rightfully expect that many learning-disabled students may be college entry material. Presently, it is a myth except under carefully prescribed conditions, and at the sacrifice of other

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